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Global Engineering Deans’ Conference,

Chicago, Illinois 21 – 22 October 2013

OER Africa believes that:

•   OER can positively support development and capacity of higher education systems and institutions across Africa.

•   If the concept and practice of OER evolves predominantly outside and for Africa – we may not be able to liberate its potential.

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•   Late 60s and the 1970s   Education as the key to social and economic independence

•   1980s and early 90s   SAPS

  Brain-drain

•   Mid 90s to date   Increased investment, but not commensurate with need

  Proliferation of both public & private universities but possible compromise in quality

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•   Shortage of skills permeates nearly all skill levels

•   Region’s economies continue to grow – as does need for both more – and new (21st Century) skills

•   Student mobility highlights importance of regional & international collaborations in HE   AAU, ACDE, SARUA, RUFORUM / WB AfDB

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•   Initially a World Bank project to use technology to broker content from elsewhere

•   Change of Mission, to increase access to higher education in Africa

•   Contextualisation of previously brokered programs, (BS & CS) as OER

•   Development of a repository for partner universities to share these resources

•   Partnership with Development Gateway to provide access to OER

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Pilot Study on use of MIT OCW in Africa •   Jan 2003: 3.8M hits = 0.8% of total usage – SSA not

using this resource

•   Hard Drives by MIT students, to set up mirror sites on the LANs of UoN and AAU, to mitigate against infrastructure challenges (power & bandwidth)

•   Sensitisation to counter low awareness and explain that use of OCW does not mean an MIT degree, but access to materials and pos to adapt   online, poster-campaign, direct emails to students & faculty

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Some Learnings: •   Huge appetite for exposure to alternative content •   Buy-in was compromised by

  Only 30% of participants had ever had access to their own computer

  Infrastructure: LAN failure / LAN reconfiguration / power outages

•   Clarity that exposure to MIT content was a way for African faculty to be exposed to   how to share their own content,   what they could do better

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Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license.

The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.

OERs range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.

http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

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•   MOOCs are evolving in terms of size, openness, delivery and accreditation (every letter contested)

•   Universities / consortia that have already begun to develop OER / establish policies to enhance their development and utilization, possibly more receptive to other innovations in teaching & learning, including MOOCs

•   Collaboration with international, pan-African and regional associations and consortia would broaden the policy discussion framework.

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 Prerequisites: •   Everyone concerned must understand what MOOCs

can and cannot do, as well as what it would take to create and deliver a MOOC.

•   This includes pedagogical, human resource, and financial considerations.

•   Whilst research into MOOC pedagogical efficacy is critical, their evolution should continue to integrate relevant innovations in technology, instructional design and policies which promote openness.

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Catherine Ngugi OER Africa Project Director

catherine.ngugi@oerafrica.org

This work is licensed under a  Crea;ve Commons A?ribu;on 3.0 Unported License.